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Station Teaching Planning Considerations for Co-Teachers

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Station Teaching Planning Considerations for Co-Teachers

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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A walk-through taking a vertical lesson plan and adapting it horizontally across stations.

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EdTech Tips & Tools #5:  Station Rotation Lesson Design

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Normally, I would highly recommend a website like Socrative to pre-assess your students on the skill you will be working on. Assessment tools like Socrative give you instant data in order to group your students for stations and give them what they need in small group. However, for this lesson, I used data collected from the previous lesson's formative assessment to group my students and guide my small group instruction. I knew there were some students who were struggling with comparing lengths of objects in word problems. The key word there is some! Many of my students were able to use a strategy to find the difference in two lengths. Therefor, I did not need to review this skill with ALL my students. The students who needed that intervention were in a group together. The other students who successfully completed the previous day's assessment were in a group ready for a new activity.

Typically, I set up four different stations for a lesson. This way, there will be six students at each station. Two stations are normally a partner or independent activity that practices a previous or current skill that we've been working on. One station is a "tech station", which is typically a Wixie assignment that focuses on a skill. The last station is the "teacher station", where I deliver differentiated instruction based on the results from the pre-assessment. Each group of students spends 6-8 minutes at each station before we rotate. At the end, each group has visited all four stations.

This station was a practice/review station. We have been practicing measuring using non-standard units such as tiles and paperclips. This was an activity I put together to review this skill, although there are MANY like this available on Teachers Pay Teachers (please excuse my typo on this activity...I realize I put a picture of tape next to "Stapler", oops!). Students were asked to measure each picture using tiles and paperclips, then record the length on their recording sheet.

This was a FUN station for the students and an EASY one for me to put together! Students had to take turns measuring each other using Popsicle sticks and "basketball feet" (from Investigations). They loved comparing each other's lengths and finding out how long they were. I did include a recording sheet in order to make it easy for them to compare their lengths.

My "tech station" was Wixie once again! This time, I made a template that had students measure two pictures then find the difference in length. After this lesson, I was able to go back through my teacher account and check out the completed projects. I was pleasantly surprised to see students using subtraction strategies to find the difference!

My teacher station was different for each group. For my students who needed extra practice solving story problems that involved finding the difference in lengths, I had a re-teach lesson prepared for them. After talking about what is happening in the problem and giving them ideas for solving, we practiced a few problems on whiteboards.

My other students were ready for a new activity. With these students, we discussed the difference units make in measuring. I had 3 strips of paper, all different in length. For our units, we were using "baby feet" (from investigations) and Popsicle sticks. I wanted students to come to the realization that they would need to use more baby feet to measure and less Popsicle sticks. We measured each strip using both units.

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Normally, I would highly recommend a website like Socrative to pre-assess your students on the skill you will be working on. Assessment tools like Socrative give you instant data in order to group your students for stations and give them what they need in small group.

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Tips for Station Management in Middle School

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Tips for Station Management in Middle School

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When I first considered implementing stations with my students, I was excited! I knew they would love the variety of activities and the movement. I wanted my students to practice standards-based skills through discussion and teamwork. But I was also a little worried. After all, managing station work in middle school definitely offers some challenges.

Do the Benefits of Station Work Outweigh the Challenges?

These days, teachers are expected to provide interactive learning experiences. That's why administrators love seeing students engaged in meaningful station work when they stop by our classrooms. Movement during class is encouraged when we plan lessons. According to an article in Education Week, research now shows that when students get up out of their seats as part of their learning, blood and oxygen flow increases, which positively affects their cognitive development. Studies have also noted that working as a team helps build students' self-esteem and leadership skills.

So why do teachers sometimes hesitate, or run into problems when they have tried station work in middle school? Though there are several factors, the biggest issue is classroom management. Picture full-sized classes of adolescents, in groups, each on a different task with different materials, each getting up to move from station to station and then re-directing themselves back into new tasks. If your students are perfect angels, and you're expertly prepared, bravo! But what about teachers who worry about behavior, and noise level, and work completion?

I will explain an amazing "secret" that will transform the climate of your classes during station work. Let's start with practical steps you'll need to take that just make sense. They have to do with your own preparation and preparing your students.

Prep Work for Teachers

Whether you're creating stations yourself or purchasing a resource, go with station work that doesn't require too much prep on your part. You don't want to have to sit and cut out lots of items, laminate too many different things, etc. You'll be exhausted before you even start. Go with something manageable.

Make sure you have several stations that will function without technology. Technology is wonderful, but if technology breaks down, you don't want to be left with no stations! That's why I say try a balanced approach. If a few of the stations require technology, perfect!

As an added "less prep" bonus when possible, create your stations so that they can be used more than once. That means more station work for your students with no extra work for you! For example, with my stations for non-fiction , I can simply choose different articles and use the stations over again. You could do this if you're creating stations for punctuation or vocabulary. Just place different sentences or vocab words at your stations each time. With my mentor sentence stations , different mentor sentences can be substituted so that students work on writing skills at stations throughout the year.

Have something ready for early finishers to do. I require students to bring their independent novels to class every day, so my procedure is "after you turn in the group's responses, take out your novel and read until time is called." Maybe you have a or something else, but be sure you are clear on this expectation to prevent opportunities for socializing.

After you've made all your copies, read over the materials for each station carefully. That way you'll be ready to help students right away when you circulate. Then decide on the time limit you'll give students for each station. This decision should be based on your instincts, knowing your students. Of course, you can always adjust time limits once you see how things are going.

Formulate your student groupings. If students regularly sit in groups, change it up so students can work with new faces. I like to put some strong learners with average learners, some average learners with struggling learners, etc. Definitely mix up the ability levels, and of course, spread out the students known for behavior issues. Assign each group a number. This is important for grading purposes later. Have your group lists ready, and call them out quickly at the last minute (no time for moaning), just before students actually get up and move to their first station.

Preparing the Students

Introduce the station work by identifying the key concepts you'll be focusing on in the lessons. Give students an idea of how the stations will be setup, and then project an example of the station work on your whiteboard. Require your students to focus on the projected example. Point out its directions, its materials, the expectation of group discussion for all of the tasks, etc.

Explain the time limit and the numbered order of the stations (the direction students will circulate).

Demonstrate for students the method by which they will turn in completed work.

My Classroom Management Secrets

So now let's get back to those potential challenges: off-task behavior, unacceptable noise levels, lack of cooperation and work completion. Plus, you're probably wondering how you will grade all of the station work. Well, through conversations with a fellow teacher, I stumbled upon an idea that has been a game changer when it comes to these issues!

So here's the BIGGEST secret to managing station work in middle school:

Before announcing who will be in which group, explain to students that they will be expected to all work together. They will discuss each task and complete it at the same time. No one can rush ahead or work on their own. There is a reason for this. Explain that each student's individual work will be turned in to the group folder. However, you will randomly choose only ONE paper to grade for each station. And that grade goes in the grade book for everyone in the group. If students work together carefully, they should all be inputting similar information for their responses. So every paper should be a good one!

How does this system make a difference?

1. It gives higher-level learners an incentive to look out for struggling students and help them along as they all work together.

2. It limits off-task behavior because students know their paper could be the one chosen, and they don't want to let down their peers.

3. If students do begin socializing outside their groups, group members are quick to pull them back in because their grade could be affected.

Remind your students that you will be circulating. You expect to see everyone in the group working on the same question and recording their agreed-upon answers at the same time. Then, let's say you're walking around and see a student who is off-task or behind. You can lean in and quietly say within earshot of the group, "Let's get focused because I might be choosing your paper for the group's grade." Group members will perk up and help that student back to the task.

More About Grading

An easy way to set up the grading is to get a crate of some kind with a hanging file. Label one hanging file for each class you teach (any other sectioned container will work). Then get plain manila folders and label one for each group (Group #1, Group #2, etc.). Place them within the hanging file for each class. Then physically model that when time is up, one student in the group (they decide, but it will be the same person every station) will collect all the responses. That student will bring them to the crate, and place them in the group's file. I like to keep a box of paper clips by the crate. That way, the student can clip the group's papers from each station together before depositing them into the folder.

Teachers, do you see the extra big bonus here? No only does this method motivate students to work together, stay on task, and monitor their own group-mates' behavior, but you only have to grade one paper per group (per station)! That's a score!

And guess what? You can look for strengths when choosing which paper to grade. Of course every student's work should be represented somewhere among the different tasks you grade.

Students embrace station work and from my experience using this system, they do a really nice job. The grades are good! They bring each other up working together for that common grade. And they really do learn!

I hope that you get some encouragement from my secrets to managing station work in middle school! Students are energized moving from activity to activity. And teachers definitely love hearing all the meaningful discussions.
Click and have a look these easy-to-use ELA stations resources I created: Literature Stations for any Novel, Drama, or Story Non-Fiction Stations for ANY Informational Text Mentor Sentence Stations with 120 Mentor Sentences
Source for my reference to Education Week article: Abdelbary, Marwa. "Learning in Motion: Bring Movement Back to the Classroom." Education Week, Editorial Project in Education, 27 June 2018, www.edweek.org/tm/articles/2017/08/08/learning-in-motion-bring-movement-back-to.html.

Click here if you'd like tips for managing successful book clubs for choice reading!

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Secrets to Managing Station Work in Middle School

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When I first considered implementing stations with my students, I was excited! I knew they would love the variety of activities and the movement. I wanted my students to practice standards-based skills through discussion and teamwork. But I was also a little worried. After all, managing station work in middle school definitely offers some challenges.

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An amazing toolbox full of strategies and fresh ideas to make Station Learning a success

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Learn more about the Blended Station Rotation Model by visiting the Blended Learning Universe at Blended Station Rotation Model

Students rotate through three stations: teacher, technology, and collaboration station on a fixed schedule or at teacher's discretion between learning modalities.

Learning at each station is aligned and there is a common thread amongst the three.

www.blendedlearning.org.

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Learn more about the Blended Station Rotation Model by visiting the Blended Learning Universe at Blended Station Rotation Model Students rotate through three stations: teacher, technology, and collaboration station on a fixed schedule or at teacher's discretion between learning modalities. Learning at each station is aligned and there is a common thread amongst the three.

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Station Rotation: Differentiating Instruction to Reach All Students

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Station Rotation | BetterLesson Coaching

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A step-by-step break down with some additional resources.

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Students are separated into either random or intentional groups. A speaking prompt, question, or image-either one for the whole class or a unique one for each group. Groups are told that they have a specific time limit and that a random volunteer from each group will be expected to report out.

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Students are working through four station modules. I recommend your students work in partners to complete the tasks. Because I have eight lab tables, I create two areas for each station to allow students to move through each station in smaller clusters. I label each table with station names describing what's covered (attention, memory, language or emotion). At each station have enough materials to allow for students to work in groups of two or three (pairs works best). The emotion and attention stations have web versions available but I find it easier to create hard copies of those so students are not distracted by the computers. The following is a description of each station for teacher reference. Allow students to read the Station Instructions at each location, do not give them this information.

Attention Station
In the web version, students are prompted to take two tests and are presented with the amount of time it took to complete each test. In the print version, students take the two tests you have printed out ( Stroop Test Diagram) while their partners time them with stopwatches. Together, the tests are called the Stroop test, after J.R. Stroop, the psychologist who developed them in 1935. In Test 1, the names of colors are in the same color as the name; for instance, the word "blue" is written in blue. In Test 2, the names of colors are in a color different from the name; for instance, the word "yellow" is written in green. The object in each test is to name the color of the word (instead of reading the word) as quickly as possible. Students find that it takes longer to name colors in Test 2 than Test 1, since the color of the word and the meaning of the word compete for their attention. In addition, students find that individuals differ in their ability to separate color information from language information.

Language Station
Students decipher words and phrases from clues on each of the word puzzle cards. On the first card, students combine letters and symbols to come up with the following words:

On the second card, students interpret the arrangement of words to come up with the following phrases:

1. officer undercover

2. made in America

3. evenly spaced

Students find that letters, symbols, and even the position of words are all ways that we use language to interpret information. In addition, students find that individuals differ in their abilities to interpret information.

Memory Station
Students play a matching game twice while their partners time them with stopwatches. A set of memory station cards is placed face down at the station. Students turn over two cards at a time, leaving them turned over if they match. The object is to match all cards as quickly as possible, then flip them over (without shuffling) and repeat the exercise. Students find that it takes longer to complete the game the first time than the second, since their memory retains the first results when they play the game a second time. In addition, students find that individuals differ in their ability to memorize position information.

Emotion Station
Students look at two photographs for the Emotion Station that evoke different emotions. In the Web version, students are prompted to look at two different photographs on-screen. In the print version, students look at images from a media source. As they record their responses to the two pictures, students find that emotions play a role in how they interpret information. In addition, students find that individual reactions to the photos differ based on past experiences.

Give students the Station Notes handout to complete as they work through the different stations. Provide students with about 5 minutes per station (though you may need to adjust this depending on your students). As students work, walk around the room to monitor student progress and answer questions.

As students complete the stations have them fill in the Data Table on an overhead transparency, the board, or a class Google doc projected on the overhead projector.

The following video explains how I set up my classroom to make this stations activity transition as smoothly as possible.

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Students are working through four station modules. I recommend your students work in partners to complete the tasks. Because I have eight lab tables, I create two areas for each station to allow students to move through each station in smaller clusters. I label each table with station names describing what's covered (attention, memory, language or emotion).

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9 Practical Tips for Station Teaching Success

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9 Practical Tips for Station Teaching Success

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Teacherstack is a free website with interactive whiteboard apps that help stations run more smoothly

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Teacherstack helps manage and organize classroom tasks such as station rotations (centers), seating charts, and displaying to-do tasks for students.

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This video illustrates how Kerry Meehan, a third-grade teacher at the World of Inquiry School #58 in Rochester, New York, adapts and differentiates a close reading lesson from an EL Education curriculum module. Meehan attends to students' various readiness levels through her instructional decisions, the adaptation of materials, and classroom management strategies.

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Newsela Gallery Walk with Secondary Students

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A Gallery Walk heightens engagement by allowing students to move around the room, engage in discussion, and have choice in their learning

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A step-by-step blog with some good tips and tricks for different grade levels.

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Ask teachers what things would make their teaching experience better and reduced class sizes are sure to be on the list.

Not all teachers are lucky enough to have a co-teacher or teacher aide in the classroom, so it can be challenging to give personalized instruction and differentiate content for students.

What if we told you there was a way to structure your classroom so that you could work with small groups, without needing to have a co-teacher? You've guessed it, that's what the station rotation model can do!

We'll take you through the key components of the model, tips for implementing it, and examples from teachers using station rotation in their classrooms. By the end of this article, you'll have everything you need to implement your own Edpuzzle station!

What is the Station Rotation Model?

If you've ever used learning centers or stations in your class, you already understand how practical it is to divide students into small groups and have them work on varied tasks. That way, students can learn through a variety of ways (with visual, auditory, and kinesthetic tasks for example).

The station rotation model takes this idea but has students rotate through different stations on a fixed schedule.

It's recommended that students spend anywhere between 10-15 minutes at each station. But because kindergarteners and highschoolers have different attention spans (although it doesn't always seem that way!), this amount of time can vary depending on age.

In recent years, station rotation has adapted to modern times and nowadays you probably won't see a version in action that doesn't include an "online" station. Station rotation and blended learning (the balance of offline and online learning) are a match made in heaven.

In a blended station rotation model, students pass through at least one of the following stations:

A teacher-led station: Lets teachers work with small groups of students and address any student misunderstandings.

A offline station: Lets students work on collaborative problem-solving with hands-on activities.

An online station: Gives teachers a more dynamic ways to deliver content. At the same time, technology can give students more control over the time, place, pace, and path of their learning.

A good online station is key to this model. But with so many edtech options out there, what's the best choice for your class? That's where Edpuzzle comes in.

Station Rotation and Edpuzzle

Using video is not only practical, but it's also educational and therefore a great choice for your online station. It activates both visual and auditory learning at the same, something that today's YouTube and TikTok generation will appreciate.

With Edpuzzle, you don't have to worry about students zoning out during the video. You can turn any video into a video lesson and ensure that students are actively watching.

To get a good idea of what a station rotation looks like with an Edpuzzle station, take a look at this explanatory graphic (or watch this video for a visual):

In the example above, students watch a video that reviews key concepts they've been covering in class. The video could be one that you find on YouTube or one that you make yourself. Either way, Edpuzzle lets you embed questions to keep students engaged and hold them accountable.

At the offline station, students apply what they learn using math manipulatives and play a game with a partner.

Then, at the teacher-led station, the teacher can give students immediate feedback on the most recent homework assignment.

At the end of the day, the learning that is happening at each station is equally important. Students get the chance to learn at their own pace and teachers get the chance to help them every step of the way.

Station Rotation in Elementary School

Elementary teachers are often worried about making their already tech-savvy little ones even more technology-dependent. That's why the station rotation model is a perfect way to incorporate video in the elementary classroom without having students stare at a screen all day.

Susie, a math instructional coach for 4th and 5th graders, makes Edpuzzle videos for other teachers. In a typical station rotation model at her school, the Edpuzzle video station is used to deliver a mini-lesson.

At the teacher-led station, students work directly on the learning target and build off what was shown in the video. The teacher adjusts how they teach a group depending on the skills students have demonstrated so far.

After meeting with the teacher, students usually move on to a station for independent practice with a math worksheet.

The fourth and final station is usually reserved for collaboration, where students pair up to complete a math game together.

In Susie's case, she sometimes creates Edpuzzle tutorial videos with directions on how to play a math game for her offline station. This is a great way to give students a chance to see the game in action before attempting it themselves!

Station Rotation in Middle and High School

Although high school teachers might more commonly assign a video as homework ( such as in the flipped classroom model), the way they use Edpuzzle in a station rotation model can be quite similar.

Mr. Vlahakis, a high school social studies teacher, shares his experience using the model:

"While I mostly use Edpuzzle outside the classroom, sometimes when we do stations I set up an Edpuzzle station. One station may be direct instruction from a teacher, another station might have Chromebooks set up so that students can complete a 5-minute Edpuzzle video, and a couple other stations with independent book work."

Today in our taught pre-ap social studies class, @ktomiak413 and we did 3 map stations, 1 lecture/notes station, and 1 @edpuzzle station (8 min/station). #richinStations #movement pic.twitter.com/xptpDUnd9G
- Mr. Vlahakis (@MrV_history) September 10, 2019

With older students, you could even take out the teacher-led station and instead, walk around the room monitoring you students. As students work and move from one station to another, you can check in with groups or individual students, to see how they're progressing.

Worried that the station rotation model would make classroom management more difficult? An Edpuzzle station can actually help to keep the classroom focused. As Mr. Vlahakis puts it:
"The Edpuzzle station not only accomplishes some direct instruction via video, it serves as a silencer in the room. When one station is plugged in, they are naturally not talking or interacting with other students, making all of the other interactions in the room easier to manage."
By using Edpuzzle to embed questions, notes, and audio in your video, you can ensure that students will be fully engaged with the lesson instead of just passively watching.

That makes the learning your students do with technology at an online station just as valuable as the learning that happens offline with a teacher or peers.

How to Create Your First Station Rotation Lesson

Don't feel pressured to have multiple stations and try and tackle every aspect of your lesson. Start small (3-4 stations) and focus on making the learning objectives and tasks as clear as possible.

Think about how much time students will need at each station. For example, if you want to give your students time to self-pace while watching a 5-minute Edpuzzle video, make sure you give them at least 10 minutes to answer questions and rewatch portions if they need to.

Speaking of technology, make sure you plan for all the materials you'll need at a station. How many devices will you need for your online learning stations?

Even if you work in a school where every student has access to a device, don't try to include technology in every station. Remember the principles of blended learning and give your kids a break from screens. Offline stations can give your students the opportunity to engage in small group discussions and collaborate on shared projects.

Finally, think about how you'll give students directions. If you teach older students, you might decide to provide instructions in written form at each station. Younger students, on the other hand, might benefit from receiving their instructions through a mini-video tutorial (Edpuzzle for the win!).

At the end of the day, just remember to make the model your own and don't worry about it being perfect. You know what structures work best for your students and what combination of stations will help them learn about a topic.

Hybrid and Remote Learning Adaptations

If you're excited to try the station rotation model but are currently doing hybrid or remote learning, not to worry! It's easy to adapt the model so that it works for your classroom.

Students won't all complete the video lesson at same time when they're learning from home. So give yourself some flexibility and don't worry about keeping static groups or maintaining the same fixed schedule.

Remember how blended learning is at the core of the modern-day station rotation model? The same principles should still apply with remote or hybrid learning, with variations on what tools students use to interact with the content.

Although your students wouldn't physically move between stations like in the normal model, they could still progress through a series of activities that are teacher-led, independent, or collaborative.

Edpuzzle can continue to be the tool you use for students' independent practice and provide you with the data you need to inform your next lesson. Meanwhile, video-conferencing platforms like Zoom can help you and your remote and in-person students connect and work together from your respective locations.

If you haven't realized it already, the station rotation model is awesome because of how flexible it is. No matter how many students you teach, what access to technology you have, or what your classroom circumstances are, this model can work for you.

So why not give it a go? Edpuzzle will be there to help you wherever and whenever you need it!

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A Complete Guide to the Station Rotation Model

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Interested in incorporating a station rotation model but don't know where to start? Check out our guide and learn how to create your first video station!

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A Free online stopwatch, quick easy to use stopwatch! also an online countdown!

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Middle School Social Studies Station Rotation

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Middle School Social Studies Station Rotation

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Blended Learning - Station Rotation Model

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How do I set up a station rotation model in my classroom?

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Interested in implementing stations and not sure where to start? This guide will give you tangible resources and research, with key insights and strategies around culture, space, and routines.

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It is important to have an idea about what your students are already capable of before grouping them for stations. This way, you can plan your small group instruction accordingly. I love using Socrative to assess. It's quick, easy for the students, and gives me immediate data that I need for grouping. In this lesson, I wanted to see how well my students could decode words with long e vowel blends. This way, I knew which students need more practice with decoding and blending and which students are ready to extend their learning.

Socrative quizzes are super quick. My students were able to take a 7 question quiz in less than five minutes. This kind of pre-assessment can be done at any time in the day. Morning work would be a great time to assign a quiz. For this lesson, I pre-assessed the day before doing stations. I pulled students in groups of 6 to take the quiz at my small group table at the end of the day.

After all students took the quiz, I was able to download the results within seconds. This helped me group the class for stations the next day. The results let me know which students need more practice decoding these words, and which students are ready to apply their knowledge in an extension activity. This way, I can plan effective small group instruction for phonics the next day.

Typically, I set up four different stations for a lesson. This way, there will be six students at each station. Two stations are normally a partner or independent activity that practices a previous or current skill that we've been working on. One station is a "tech station", which is typically a Wixie assignment that focuses on a skill. The last station is the "teacher station", where I deliver differentiated instruction based on the results from the pre-assessment. Each group of students spends 6-8 minutes at each station before we rotate. At the end, each group has visited all four stations.

This first station was an independent practice activity. This allowed students more practice with decoding words with long e vowel teams. On index cards, I wrote various long e words- both real and nonsense. Students had to read the word on each card, and record it as a real word or a nonsense word on their recording sheet. These worksheets are turned in after they finish the station, and can be used as another form of assessment.

This is the second practice activity station. I like to have at least one station that includes group or partner work so the students can work together and learn from each other. This is a 4-in-a-row game I made using Microsoft Word, but there are plenty of games you can download from Teachers Pay Teachers if you don't have time to create something on your own. In this game, students take turns spinning the spinner. If they land on "long e", they cover a picture with the long e sound. If they land on "short e" they cover a short e picture. The first partner to get 4 in a row wins.

The tech station is usually the favorite, especially when we use Wixie. For this lesson, I put together a short Wixie assignment that focused on long e words. On the first page of the project, students were asked to sort pictures into "long e words" or "short e words". On the next several pages, students practiced spelling by filling in missing letters for long e words. On the last few pages, students read a sentence that included long e words and drew a picture to match the sentence using the drawing tools.

I love using Wixie as a station because I can create a mini lesson for students to complete independently. On each page, I can record myself giving directions for the activity. This means that I do not have to give any directions in person and students can do it all on their own without my help. Another benefit is that I can view all completed projects on my teacher account at the end of the day, which means I can use this as yet another form of assessment for the lesson!

The teacher station is where the differentiation happens. In this case, I knew there were some students who can successfully decode long e words, and some students need a little more practice. I planned activities that catered to all levels. Even though a lot of my students can decode the words, they are not all on the same reading ability level. Although I wanted these students to practice reading passages that included long e words, I knew that I still had to differentiate these passages to accommodate their levels. You can see below the two types of readings. Some students were able to read on their own, then highlight the long e words. Some students needed my help reading, then highlighted on their own. For the students who needed more practice with decoding and blending long e words, I had a simple template ready for spelling that you can see in the pictures below.

I put these activities together myself, but there are so many similar activities available on Teachers Pay Teachers that you can buy and download.

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It is important to have an idea about what your students are already capable of before grouping them for stations. This way, you can plan your small group instruction accordingly. I love using Socrative to assess. It's quick, easy for the students, and gives me immediate data that I need for grouping.

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3 Secrets to Successful Station Rotations

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3 Secrets to Successful Station Rotations

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Developing Student Ownership and Accountability

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Developing Student Ownership and Accountability

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How do I develop student ownership and accountability in a station rotation model?

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Resources & Guidance from The Learning Accelerator

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We use technology from the Learning Commons to track anonymous visitor behavior on our website to ensure you have a great experience. Learn more about our Privacy Policy and Opt In/Out.

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How do I develop student ownership and accountability in a station...

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Implementing a station rotation model requires intentional accountability systems to develop student ownership and ensure student success. This guide will go through strategies for developing student ownership through choice, habits, and student data.

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"The Odyssey"

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"The Odyssey" Stations Lesson Plan, High School, Freshman ELA

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Great free site to use for "online" stations.

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Getting the Kids to do the Heavy Lifting

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Getting the Kids to do the Heavy Lifting

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After Ashlee's unannounced observation, the administrator said, "I kept looking for a student who wasn't doing what he was supposed to. I never found one!" The first graders were in their Math station rotation, and while Ashlee was working with a small group at her rotation, the other two groups were working together and then independently. No one is leaving their rotation and interrupting Ashlee. No one is off task. Every student is working. When I share Ashlee's work with other teachers, they don't believe me. How is it possible for students to take ownership of their learning and to persevere and help themselves when the going gets tough? In this post, Ashlee will share tips that have worked for her and her students.

1. Routines and Procedures

It is hard for students to solve their own problems when routines and procedures haven't been established or are inconsistent. When students know what is going to happen and when they have the tools they need to be successful, they can focus on learning rather than focusing on where they should sit or how to transition from one station rotation to the next. One of my favorite routines and procedures is to use visuals. Over the summer I create visuals that help establish our routines, and make them accessible to my students. When students have a question or need to be reminded of the routine, they can answer their own questions using the visual instead of asking me. They are learning how to problem solve and troubleshoot and each time they solve one of their own problems, their confidence builds.

Show students how to go through the routine and model the process for them. Seeing you engage in the routine helps them visual themselves going through it. By modeling you are setting clear expectations.

3. Clear Expectations

Your students can't read your mind, and confusion and chaos occurs in the classroom when the expectations aren't clear to students. Anchor charts with expectations on them are powerful visual aids in the classroom, and you can refer to them to re-enforce the expectations as well as name the positive behaviors that you are seeing in your classroom.

4. Incentives and Rewards

Get to know your students and what they are interested in and like. When they meet expectations reward them. Rather than a generic reward, personalize rewards so that they reflect your students' individuality.

5. Struggling Boosts Confidence

It is really hard to watch a student struggle. In my first year of teaching when a student didn't know a word, I told them what the word was. Now when students don't know a word, I ask them, "what strategies can you use to figure it out?" This has been a powerful shift for me. When a student uses a strategy I taught him in order to solve his own problem, I can see the confidence he gains from that experience. He now knows that he is capable, and even though it may be hard, that he can figure it out because he has the tools and strategies he needs to be successful. I make sure I wait for a while after I ask students questions. I give them time to think and process and to try on their own before I jump in and help.

If you want students to be more independent, solve their own problems, and take ownership over their learning, these tips essential. They worked for Ashlee, and with thoughtful planning can work for you too!

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Julie Mason, BetterLesson Coach and Ashlee Marsh, first grade teacher, Groton New York

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How Do You Get The Kids To Do The Heavy Lifting?

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After Ashlee's unannounced observation, the administrator said, "I kept looking for a student who wasn't doing what he was supposed to. I never found one!" The first graders were in their Math station rotation, and while Ashlee was working with a small group at her rotation, the other two groups were working together and then independently.

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Video: Grade 5 Establishing Routines and Expectations Demonstration

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Video: Grade 5 Establishing Routines and Expectations Demonstration

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Rotation Expectations | Blended Video | BetterLesson

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Virtual Station Rotation Model with Google Slides

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Teacher Notes

Your students will learn the basic foundations of science with engaging and exciting activities! They will discover that science involves hands-on and interactive inquiry. Your kiddos will learn about making observations and asking questions by doing it for themselves. They will also learn about the process scientists go through to solve problems. By taking a peek into the interesting world of science, they will learn what different types of scientists do.

This activity will get the children excited about science! Prior to the hands-on activities, the class will complete part of a K-W-H-L chart. Several different stations will be set up in the room. The children will have an opportunity to go to each station and investigate the items at each. During this, the children will be DISCOVERING and experiencing science by doing lots of hands-on kid-friendly activities that inspires them to want to learn more about science! When they have gone to all of the stations, a discussion will take place about what they did as scientists and what they have learned. The goal of this activity is to have the children explore items related to science to give them some exposure and a background for discussion about science. Another goal is to get them excited about the topic of science and a peek into topics we will be learning about this year! You won't believe how much your students ideas about science will change in such a short amount of time! Your kiddos will be begging for more!

Next Generation Science Standards Link:

According to the NGSS, the children need to learn by doing. They should be investigating our world through their own eyes and asking questions about why things happen and work to construct meaning behind it. As an essential part of science is developing an understanding of science--the wondering, investigating, questioning, data collecting and analyzing. Science investigations begin with a question. So teaching the children to question why things are the way they are is an essential part of the understanding. Scientists use different ways to study the world. They look for patterns and order when making observations about the world. Scientists use drawings, sketches and models as a way to communicate ideas. They look for cause and effect relationships to explain natural events. This lesson provides an overview of these practices.

This first lesson might at first sound like there is a lot of set-up involved. But the idea is for the children to get just a taste of what's to come this year. It's a matter of just setting up things you probably already have or can easily borrow.

You will have different stations set up for the children to explore the ideas listed above. I put my children into groups of 3, so I need 7 different stations. I am giving you suggestions of 8 stations that you could possibly set up in your room for this exploration. Don't make it too complicated for yourself, just use supplies that you already have since the main idea is exposure and free exploration. You do not have to use these same stations, but all of these suggestions relate to one of the NGSS standards whether it be the subject or the inquiry.

I put each set of items in a large bin and then labeled the bins. Click on the name of each station below for labels for each of the stations. I also numbered each label so the children could easily tell where they went next. Here is the material list for each:

magnets of all different shapes, sizes and strengths

items made of steel, plastic, wood. aluminum

items that will sink

items that will float

sink (or an aquarium or any large container)

towels or paper towels

magnifying glasses

any items to observe (I use a butterfly and flowers)

variety of tops and a smooth surface for spinning

building materials of some kind--Legos, waffle blocks, popsicle sticks

sorting screens

rocks, sand and pebbles of varying sizes

several measurement devices such as rulers

balance scales and weights

variety of items to measure/weigh

A large jar--at least mayo size or mason jar
Water
2 tablespoons vegetable oil per group

Food coloring

fork

measuring cup or something similar that is easy to pour out of

paper towels (to put fork on after stirring and for any spills)

Fireworks in a jar student direction card

Note: The station "Fireworks in a Jar" will need a helper. The jar will need to be dumped out each time and refilled 3/4 way with warm water.

*You will also need a timer.

KWHL What is Science? chart or KWL What is Science? Chart-- You can run one for each of the students or just do one class chart on the Smartboard.

Click here for a reduced size chart for science notebooks.

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Teacher Notes Your students will learn the basic foundations of science with engaging and exciting activities! They will discover that science involves hands-on and interactive inquiry. Your kiddos will learn about making observations and asking questions by doing it for themselves.

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The students will be working in Stations to support their learning.

Independent: The students will be working on a problem from illustrative math. I have 3 problems they can choose from. They only need to choose 1. They can choose any problem that they feel comfortable answering. I chose these problems because the students will really need to apply their understanding of ratios to solve. This will be a stretch. If possible, an extra set of eyes at this station would be helpful. If that is not an option, then have a pre-made list of questions to spark understanding.

For example, What information is given in the problem? (SMP 1) What is the relationship of the quantities? (SMP 2) Would it help to create diagram or table? (SMP 4)

When the students are answering their question, I want them to explain their solution. They need to tell me what they did and why they did it. I will be collecting this as evidence of student learning.

Resources: Mixing Concrete, Mangos for Sale, Fruit Salad

Teacher: The students will be working on unit rate and better deal problems. They will be showing me the work on a white board. All students will do the same problem at the same time. They will check with a partner and explain their strategy before showing me. During this time, I will be able to see where some misunderstandings are still occurring. I can address those immediately during this station. I will be watching to see that students put money on top in the ratio. When setting up unit rates, we typically find the cost per unit. All of the questions ask the students to find the per unit rate. Students may struggle with the larger quantities. Remind students that they can use a ratio table to simplify the problem using smaller steps.

Computer: The students will be working on unit rate word problems from the IXL website. They will need a white board and marker to do the math at this station. They have worked on this website previously, but it doesn't hurt them to continue to practice.

Students can use their notes as a resource to help with any struggles they may encounter.

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The students will be working in Stations to support their learning. Independent: The students will be working on a problem from illustrative math. I have 3 problems they can choose from. They only need to choose 1. They can choose any problem that they feel comfortable answering.

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This is where the magic happens. Using my formative assessment data, as well as online content data, I pull students from Workshop to Tutoring each day. This targeted lesson allows me to reinforce ideas, and fix misconceptions as well as give an opportunity for students to feel like they are getting from me what they need. Branding is important to me, and Tutoring seemed like an ideal way to frame the station for the students. In reality, that is exactly what it has become, with students asking questions and embracing their past mistakes as opportunities for growth.

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Rotations for Practice | Blended Video | BetterLesson

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This is where the magic happens. Using my formative assessment data, as well as online content data, I pull students from Workshop to Tutoring each day. This targeted lesson allows me to reinforce ideas, and fix misconceptions as well as give an opportunity for students to feel like they are getting from me what they need.

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Today is a review day for tomorrow's test on sequences and series. The previous night, students were given a set of problems about inverse functions. I start class by checking these problems with the homework rubric as I project solutions to the problems on the board. The unit test is tomorrow, and I take time to review any requested problems, even if this portion of the lesson takes a little longer than anticipated.

After discussing the homework, we synthesize the major concepts of the unit by completing the Unit Checklist. This checklist has a set of "I can" statements that students use to assess their understanding of the concepts and skills presented in the unit. Students rate each item on the list according to the following scale:

A = I understand this so well that I could teach it to someone else.

B = I get this but I should review a bit

C = I don't get this - I better study my notes and/or get help

D = I don't remember anything about this

There is also a space on the unit checklist for students to write down where they can find practice on any item they need to study.

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Today is a review day for tomorrow's test on sequences and series. The previous night, students were given a set of problems about inverse functions. I start class by checking these problems with the homework rubric as I project solutions to the problems on the board.

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Potential Energy Lab Station Rotation

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Ask each group to offer one similarity they noticed between the diagrams for the whole class. Students often offer suggestions such as titles, captions, labels, pictures, and explanations. Confirm these ideas that all science writers use and introduce a new aspect, which is purpose. Say to the students, " Just as you read a write for different purposes, diagrams are used for specific purposes as well. When creating a diagram, one essential thing to do is to critically look at your diagram and ask, "Does it serve the purpose I am trying to convey? " The idea of identifying purpose is one that students need to practice. In my experience, this is one of the most challenging skills within reading, writing, and in drawing effective scientific diagrams/models.

After this discussion, rub a balloon on your hair or a student's hair. Move the balloon at different distances from the head and have students offer observations about what they see occurring as the balloon moves. Present the students with the following scenario: A text book writer wants to explain that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. How could the text book writers use this demonstration to create a diagram that serves the purpose?

On the white board, chart paper, elmo, etc. draw a diagram similar to the diagram included in the resources below titled, " Mini Lesson Beginning Diagram" which is simply a picture of my white board to start the mini lesson.

Let students know that this is a common diagram that students offer when presented with this scenario. As a class, evaluate the diagram's effectiveness and edit it to make it stronger. Say, " As we evaluate this diagram, we have to keep the purpose of the diagram at the forefront of our minds." Help the students dissect what the purpose of the text book writer is. In order to do this, you must help them break down the vocabulary. In this scenario, the purpose of the text book writer is to explain " when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system." Ask the students first to explain what " arrangement of objects " means. With this question written on the board, elmo, chart paper, etc. write the meaning of this phrase above it. Then, help students dissect the word "interacting at a distance changes" in the sentence and again write its meaning above the word. Repeat the process for the words "potential energy" and "system". Let students know that successful scientific writers often use this strategy of "marking up" a question in order to get to the purpose.

Evaluate the diagram. Start with the actual picture. Ask, " Does this picture serve the purpose?" Students may offer suggestions that lead you to change to the following picture. Students should recognize that the picture right now is completely missing the purpose of "distance changing" in the system. Next, ask, " Is there anything else missing?". Students should offer suggestions such as a title, labels, and caption. As you edit the original, be sure to evaluate the purpose of the new labels, titles, and caption. For example, right now, the caption explains some science behind what is happening, but it does not serve the purpose the author is going for which is to show how distance affects how different amounts of potential energy are stored.

This video demonstrates how this mini lesson may develop.

The final diagram may look something like the diagram included in the resources below titled, " Mini Lesson Finished Diagram" which is a picture of my white board after my class collaborated on editing the original diagram.

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Potentially Amazing Lab Station Rotation

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Students rotate through a series of cool labs focusing on potential energy that allows them to work on writing and communicating like a scientist in a fun way! Plan your 60-minute lesson in Science or potential energy with helpful tips from Leigh Roehm

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Sixth grade poetry analysis stations

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I've got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The can to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.

Shine on me, sunshine
Rain on me, rain
Fall softly, dewdrops
And cool my brow again.

Storm, blow me from here
With your fiercest wind
Let me float across the sky
'Til I can rest again.

Fall gently, snowflakes
Cover me with white
Cold icy kisses and
Let me rest tonight.

Sun, rain, curving sky
Mountain, oceans, leaf and stone
Star shine, moon glow
You're all that I can call my own.

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I've got the children to tendThe clothes to mendThe floor to mopThe food to shopThen the chicken to fryThe baby to dryI got company to feedThe garden to weedI've got shirts to pressThe tots to dressThe can to be cutI gotta clean up this hutThen see about the sickAnd the cotton to pick.

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Resources & Guidance from The Learning Accelerator

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How do I deepen differentiation and personalization within a station...

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Currently implementing stations and thinking "now what?" This guide will give you resources around how adding more flexibility of movement, timing, strategic data use, and varied groupings will allow for greater differentiation, personalization, and student engagement.

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3 Ways to  Differentiate  Learning Stations

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Today, I am going to feature one of the very best differentiation tools available to K-12 teachers: learning stations. Our featured post, therefore, is this short article by Michelle McFarland-McDaniels on setting up this model in the classroom.

Stations (also called centers) are used often in early grades but not enough in upper elementary, middle and high school. Stations are a great format to use in diverse classrooms. They work well as a weekly or even daily installation. Many teachers of young children use literacy centers each day, for example. But some middle and high school teachers are seeing benefits too and are starting to dedicate one day a week to skill building, product creation, and materials exploration.

A math teacher in middle school might have 4 stations in an hour: (1) textbook problems, (2) working with the teacher on new material, (3) computer game/program to review previously covered content, and (4) a collaborative problem-solving task. A high school Chinese teacher could have 5 stations during an extended block period: (1) Chinese kiddie literature to browse, (2) vocabulary game, (3) conversation with the teacher, (4) short collaborative writing assignment, (5) practicing with a peer using Rosetta Stone software.

As you consider differentiation ideas, keep in mind that all learners do not need to visit all stations. Some students can repeat key stations, some could be enrichment stations, and others can be designated for students who need to review content or get extra practice on content previously presented.

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Today, I am going to feature one of the very best differentiation tools available to K-12 teachers: learning stations. Our featured post, therefore, is this short article by Michelle McFarland-McDaniels on setting up this model in the classroom. Stations (also called centers) are used often in early grades but not enough in upper elementary, middle and high school.

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Education Canada Magazine presents a learning strategy for the mixed ability classroom

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This blog is the third in my series on differentiation. There are three points I want to encourage people to consider when using stations to differentiate learning for students.

Empowering and Engaging Students 1

Effective teachers understand that students have to understand content and are always looking for avenues for kids to demonstrate their understanding. When teachers use the philosophy behind learning centers, they are providing those avenues. Students are allowed to select the means by which they learn best to engage in the learning process. Giving students a choice is the key, they will retain important content better when they have a choice. They begin to recognize what they're personal abilities are and how to use them which is important if you want them to learn. When teachers 'let go' and let the students do the work, they see how powerful it is and see how good it is for students.

Supplying students with multiple methods for understanding a concept helps students to build personal toolkits. When kids recognize how they learn best, they use those strategies after high school and become lifelong learners. For that to happen, students must be exposed to as many learning strategies as possible so they can figure out which ones work best for them. Offering stations with multiple strategies and choices for students encourages independent learning and engages students in the process.

One of the most effective learning stations is the teacher herself. If one-third of the class needs a mini-lesson on a concept, the teacher can pull that group of students. If two or three students need extra help or even if one student needs the teacher's attention, learning centers offer the opportunity for the teacher to meet those individual needs. When students are engaged in multiple stations the teacher can have flexible time and they become better at assessing formatively and moving kids around to better meet the their individual needs. Working with seven or eight students for 10 minutes is often a more successful learning experience than working with a whole class for one hour.

Organization and Planning 2

Stations don't all have to look alike and teachers can use their expertise to create what is needed. There isn't only one way to create stations.

The most difficult part of utilizing learning stations, according to most of the teachers I have worked with, is the time needed to complete the organization and planning.

Many middle and high school teachers already have learning centers created without even realizing it. Teachers create stations all the time - it's just that everyone does the activity together at the same time - like taking the whole class to the computer lab to work on an activity. We don't have to do this as a whole class anymore. Create a computer center in the classroom, across the hall or around the corner and let students have a clear choice about whether to complete a specific activity and/or when.

This is an example of how learning centers are a logical step for many teachers, if they are willing to give more choice and ownership to the students. When teachers realize that doing the questions all at the same time or reading the chapter all at the same time doesn't have to be the norm then the station possibilities open up for the teacher.

But it doesn't happen overnight. The hardest part is the organization and you have to do what works for you. You could have 30 kids a day doing 30 different things but not on the first day. Teachers must make a conscious effort that kids know the process first. Start with the processes and activities that all of the students need to know and do. Complete the assignment together as a class the first time, this insures that everyone knows what is expected. Now you take this assignment and turn it into a learning station that can be chosen by a student to help them understand the content required to be successful in your class. Start small - have two activities/assignments happening at the same time.

Accountability and Rigor 3

I recognize it is often difficult to convince middle or high school teachers to try learning stations because they often see it as an elementary concept. Some of them may think it's babyish or they see no evidence of rigor. The rigor comes from the accountability that has to be built in to the process. All assignments need to have value, they can't be busy work. Formative assessment of individual student understanding needs to be occurring on a regular basis. Plan for the possibilities - What does this mean? - Have more stations than students can complete, have multiple ways of learning the same concept, offer students the choice of how to prove they understand the content. The ways students have chosen to prove to me that they understand the content have been some of my proudest moments as a teacher.

I would love to hear about your successes, ideas, suggestions. Please share.

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Differentiation Stations: Three Requirements for Success

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This blog is the third in my series on differentiation. There are three points I want to encourage people to consider when using stations to differentiate learning for students. Effective teachers understand that students have to understand content and are always looking for avenues for kids to demonstrate their understanding.

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Station Rotation: Differentiating Instruction to Reach All Students

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Rotation stations allow students to learn in a range of modalities, while making differentiation manageable for one teacher.

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Differentiated Instruction Strategies: Learning Stations - TeachHUB

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Effective teachers are always looking for ways to help their students better process content, as well as seek different avenues that will help them demonstrate their understanding. Differentiated instruction strategies allow teachers to empower and engage students by accommodating each of their different learning styles.

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Re-energize your student readers with these super-smart, tech-savvy learning stations.

© iStock.com/CandyBox Images

Whenever I would introduce a new novel to my students, I always got the same reaction: Students moaned and groaned about the storyline, expressed their lack of interest in the author's writing style, and proclaimed their everlasting boredom with the class as a whole. In order to avoid student complaints, I decided to implement book clubs in my classroom-students now have the opportunity to work in groups and choose what book they as a group want to read for a given unit.

In order to make this work, there are a few things you should do. Have the students work together in groups of three or four, and offer the groups their choice of books-you should select options that ensure that students are still following Common Core standards. Next, have each group create a reading schedule.

In my classroom, I use the station rotation model of blended learning. I set up five or six stations around my classroom. With their groups, students walk into the room and look at the assignments listed on the whiteboard. They then pick the assignment that they need to develop and go to the designated station.

I decide which is the most important learning station they need to work on for the week, and I work with each group at that station. That way, I'm able to assist them and make sure they master certain skills. I usually work with one to three groups per day at my station, and after that I'm constantly monitoring student progress around the classroom.

10 Ideas for Engaging Learning Stations

These are learning stations that I've had success with. As I mentioned, I don't set up all 10 every time we work with stations-I'll use five or six of these at a time.

Annotate the Text: Have students identify important elements of the book as they read. Diigo is an excellent resource.

Character Profiles: Have students create profiles of significant characters. They can use Glogster to build a collage of pictures and details about each one.

Interview the Author: Have your students read about the author of their book. The group then composes questions and answers, and records an interview with one student playing the interviewer and another the author. Students can use tools like Snapchat and WeVideo to record themselves.

Tone/Mood: Have students identify the tone or the mood in different passages throughout the text, and then have them record themselves reading quotes in that tone or in a way that evokes that mood.

Theme: Have students identify a major lesson the author is trying to teach. Create a movie poster that portrays that lesson. This can be done on paper or using Google Drawings.

Movie Adaptation: If there is a movie adaptation of the book, have your students watch clips on YouTube. They can take notes using VideoNot.es and compare the clips with the book.

Plot Development: Have students create a timeline or Google Docs presentation of major events in the story. Tiki-toki is a good resource for creating timelines.

The Bigger Picture: Have students relate a major issue in the book to something going on in the world today. Newsela is useful for this.

Video Blogs: Instead of answering a traditional journal question about the book, have students record themselves talking about the book. Flipgrid works really well.

Goodreads Chat: Have your groups participate in a chat about their book with the community at Goodreads.

I have discovered that allowing my students to pick from a variety of task options creates student buy-in and valuable opportunities for academic growth. They enjoy having the choice of books and activities to complete, and take advantage of the opportunity to explore their creative side. Students often approach me and ask me if they can use a certain program or do something different for an assignment, and I'm always eager to see what they end up doing.

What are your suggestions?

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10 Innovative Learning Stations That Get Students Reading

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Re-energize your student readers with these super-smart, tech-savvy learning stations. © iStock.com/CandyBox Images Whenever I would introduce a new novel to my students, I always got the same reaction: Students moaned and groaned about the storyline, expressed their lack of interest in the author's writing style, and proclaimed their everlasting boredom with the class as a whole.

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Milton Bryant is the first to admit that implementing blended learning successfully didn't come overnight. For the past four years, Bryant has been tirelessly adapting his approach to personalized learning to ensure that each student is thriving, even when that means scrapping ideas that don't quite pan out. As Bryant shared with us, "I am okay with making mistakes, and I tell the kids it's okay for them, too."

His efforts are paying off. Bryant, who teaches fourth and fifth grade Math at Ketcham Elementary Schoolin Washington, D.C., recently won The Fishman Prize, a national award given by The New Teacher Project that recognizes excellent teachers.

Bryant is one of many teachers across the country who are continuously refining, adapting, and modifying instructional approaches to better meet their students' needs. In a new case study, "Blended (r)evolution," we take a close look at how five educators, including Bryant, have adapted their original approach to blended learning to find ever better ways to differentiate instruction, promote student agency, and create a more flexible learning environment.

The report builds upon over five years of research that the Christensen Institute has conducted on the rise of different blended learning models in K-12 schools. Typically, as schools and classrooms integrate online learning into instruction, the choreography of online and offline learning coalesces into a particular architecture. In 2012, we codified 7 models of blended learning that were cropping up in schools. Among the most popular is the Station Rotation model, which builds on the decades-long tradition of rotating students among "learning centers"-self-contained sections of a classroom where students could engage in various independent learning activities.

Increasingly we've begun to observe how schools treat these discrete models, particularly the Station Rotation, as a starting point, rather than the finish line. As the teachers we interviewed and observed illustrate, to fit their students needs educators often want elbow room from the strict schedule and flow of a rotation model.

These ground-level efforts to iterate on models shed an important light on the growing personalized learning space, which often gets muddled amid contrasting definitions, approaches, or philosophies. Sometimes all it takes to cut through the noise is to follow teachers into the classroom and see the day-to-day innovations occurring in schools.

For Bryant, that day-to-day has meant striking a balance between the benefits and drawbacks of structure and flexibility. At the start of the 2013-2014 school year, Bryant implemented a highly structured Station Rotation in his first foray into blended learning. Students rotated between a small-group station, an online station, and an independent practice station staffed with a paraprofessional every single day.

But soon after, Bryant joined the Education Innovation Fellowship, through D.C.'s CityBridge Foundation, and had the opportunity to visit innovative schools around the country. These visits opened his eyes to new models, in particular the Flex model of blended learning in place at Summit Public Schools in California. "Seeing different approaches changed the way I viewed blended learning, and what I could accomplish in the classroom".

Inspired by what he'd seen, Bryant quickly pivoted to a Flex model, in which all of his students would work at their own pace through online lessons that he created, and he was free to work with individuals as needed. But although some students were happy to work more independently, many struggled with newfound autonomy. "If the environment is too flexible, it is hard to manage their behavior-and not only that, but their work ethic-to help my students," Bryant said.

Seeing some students struggle to adapt, Bryant decided to iterate on his model yet again. He pivoted back to Station Rotation, but started to incorporate flexibility within the stations. This meant that students could select their online content, and if Bryant noticed students had mastered concepts in his small-group station, he would move them along to another station despite the time on the clock.

After a year of perfecting this hybrid approach, Bryant reintegrated a Flex model into his schedule two days per week, while retaining his more flexible Station Rotation for the remaining three. This balance has given students time to work at their own pace and demonstrate mastery in their own way, while at the same time giving Bryant an opportunity to model behavior, let students work together, andmonitor individual progress.

As with any innovative practice, personalizing learning is a process, not a one-time event. Though Bryant and the other teachers we profiled all shared the same contours of a Station Rotation just a few short years ago, today their many differences reflect each teacher's willingness to innovate and adapt to the unique needs of their students. In some cases, the changes were minor, such as modifying seating arrangements during rotations. In others, a classroom may look and feel entirely different. But across the board, shifts away from rote stations illustrate that various models are not just functioning as cookie-cutter approaches that educators must ruthlessly adhere to, but as foundations on top of which individual teachers can innovate to fit their needs.

Julia Freeland Fisher (@juliaffreeland) and Clifford Maxwell are, respectively, Director of Education Research and Product Manager at the Clayton Christensen Institute

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These 5 Teachers Showcase the Future of Blended Learning's 'Station Rotation' Model - EdSurge News

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Milton Bryant is the first to admit that implementing blended learning successfully didn't come overnight. For the past four years, Bryant has been tirelessly adapting his approach to personalized learning to ensure that each student is thriving, even when that means scrapping ideas that don't quite pan out.

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Re-energize your student readers with these super-smart, tech-savvy learning stations.

© iStock.com/CandyBox Images

Whenever I would introduce a new novel to my students, I always got the same reaction: Students moaned and groaned about the storyline, expressed their lack of interest in the author's writing style, and proclaimed their everlasting boredom with the class as a whole. In order to avoid student complaints, I decided to implement book clubs in my classroom-students now have the opportunity to work in groups and choose what book they as a group want to read for a given unit.

In order to make this work, there are a few things you should do. Have the students work together in groups of three or four, and offer the groups their choice of books-you should select options that ensure that students are still following Common Core standards. Next, have each group create a reading schedule.

In my classroom, I use the station rotation model of blended learning. I set up five or six stations around my classroom. With their groups, students walk into the room and look at the assignments listed on the whiteboard. They then pick the assignment that they need to develop and go to the designated station.

I decide which is the most important learning station they need to work on for the week, and I work with each group at that station. That way, I'm able to assist them and make sure they master certain skills. I usually work with one to three groups per day at my station, and after that I'm constantly monitoring student progress around the classroom.

10 Ideas for Engaging Learning Stations

These are learning stations that I've had success with. As I mentioned, I don't set up all 10 every time we work with stations-I'll use five or six of these at a time.

Annotate the Text: Have students identify important elements of the book as they read. Diigo is an excellent resource.

Character Profiles: Have students create profiles of significant characters. They can use Glogster to build a collage of pictures and details about each one.

Interview the Author: Have your students read about the author of their book. The group then composes questions and answers, and records an interview with one student playing the interviewer and another the author. Students can use tools like Snapchat and WeVideo to record themselves.

Tone/Mood: Have students identify the tone or the mood in different passages throughout the text, and then have them record themselves reading quotes in that tone or in a way that evokes that mood.

Theme: Have students identify a major lesson the author is trying to teach. Create a movie poster that portrays that lesson. This can be done on paper or using Google Drawings.

Movie Adaptation: If there is a movie adaptation of the book, have your students watch clips on YouTube. They can take notes using VideoNot.es and compare the clips with the book.

Plot Development: Have students create a timeline or Google Docs presentation of major events in the story. Tiki-toki is a good resource for creating timelines.

The Bigger Picture: Have students relate a major issue in the book to something going on in the world today. Newsela is useful for this.

Video Blogs: Instead of answering a traditional journal question about the book, have students record themselves talking about the book. Flipgrid works really well.

Goodreads Chat: Have your groups participate in a chat about their book with the community at Goodreads.

I have discovered that allowing my students to pick from a variety of task options creates student buy-in and valuable opportunities for academic growth. They enjoy having the choice of books and activities to complete, and take advantage of the opportunity to explore their creative side. Students often approach me and ask me if they can use a certain program or do something different for an assignment, and I'm always eager to see what they end up doing.

What are your suggestions?

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10 Innovative Learning Stations That Get Students Reading

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Re-energize your student readers with these super-smart, tech-savvy learning stations. © iStock.com/CandyBox Images Whenever I would introduce a new novel to my students, I always got the same reaction: Students moaned and groaned about the storyline, expressed their lack of interest in the author's writing style, and proclaimed their everlasting boredom with the class as a whole.

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Inquiry Stations - Social Studies and ELA

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Middle School Math Stations

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Middle School ELA Stations

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Social Studies Station Rotation (Stovall 7th)

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Inquiry Stations for 3rd Gr Social Studies

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Social Studies 3rd Grade Inquiry Stations American Indians 3H1ab 3G3a 3E1a Instructional Activity Vi

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Middle School Science Example

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Make writing time the best time of day with these 10 great writing center ideas we found across the blogosphere!

1. Use dice to create original stories.

SOURCE: WhereTheWIldThingsLearn

Determine the story's setting, main character, and plot with a roll of the dice. Click on the image for a free downloadable or create your own using the same format.

2. Fill story bags with everyday items in odd combinations to spark their creativity.

SOURCE: Creative Teaching Ideas by Kayla

A pink eraser, a bouncy ball, and a map of Germany ... what's the story? Help your students stretch their imagination with these story bags.

3. Create stencils with key words to get your writers started.

SOURCE: Mrs. Winter's Bliss

These delightful picture prompts give your students an image to start with and words that a writer would use to create a story about that picture. Download the spring bundle from Mrs. WInter's Bliss here.

4. Build a deck of story cards.

Pick a card, any card! You can buy a prepared set of story cards, like the one above, or create your own with colored card stock (one color for each category-setting, character, and event) and a Sharpie.

5. Play twister with a memory.

SOURCE: The Thinker Builder

Students begin with a real memory but then choose a point in their story to "twist" the events into a fictional story. This freebie includes all the printables, instructions, and ideas you'll need to keep it fresh.

6. Brainstorm with emojis.

SOURCE: The Teachy Teacher

"Roll" with the trends and use emojis to spark your young writers' process. Kids will love figuring out the stories behind these familiar pictures.

7. Use these free templates to create graphic stories.

SOURCE: The Maven

For some reason, writing doesn't feel like as much work when it is in comic book form. This freebie, with its adorable thought bubbles, is a fun way for your students to tell tales in a super creative way.

8. Create this cool bio poem.

SOURCE: Proud to Be Primary

Students will brainstorm words that describe who they are, what they like, and what is important to them. They'll use those words to create a bio poem, using this cute foldable to create their final presentation.

9. Set up a classroom post office.

SOURCE: Busy Teacher

Get your students jazzed about writing by setting up a post office in the classroom. Include cool stationery, pre-lined postcards, and card stock foldables for your students to compose letters to one another.

10. Provide an ample supply of fresh writing prompts.

SOURCE: Can Teach

Writing prompts are the tried and true standby for inspiring writers. Make sure your collection includes lots intriguing questions and curious scenarios. Put ideas on slips of paper and store them in a large jar. Kids will feel like they're picking a treat from the treasure chest.
What are your favorite writing center ideas? Come and share in our WeAreTeachers HELPLINE group on Facebook. Plus, 7 Fun Ideas for Writing and Publishing Student Poetry.

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Pick cards from a deck, roll the dice, use emojis, or pick items from a mystery bag! These fun writing center ideas will have your students begging for more writing time.

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One of the biggest issues I hear teachers struggling with is meeting all of their students' needs with such a wide range of ability levels. I hear you! You probably already know that conferring and working in small groups is the most organic and effective way to differentiate your instruction AND meet your students' needs. However, that requires YOU to be present.

What about when you're not present? How can you have your students work on skill-specific strategies to strengthen their writing skills? Not only that, what about when you have your class at all different places in the writing process. Or all different places in your unit. Maybe 1/4 of your class is ready for some next step instruction, but 3/4 of your class still needs some major support in something foundational such as planning? Or you have some high flyers that want to keep writing, but you don't want to just give them busy work. You want meaningful, rigorous writing opportunities that have them work on specific skills.

These exact questions and my experience teaching test prep writing in 4th grade led me to this resource I want to share with you - writing centers.

In the past when I've thought about writing centers, I've thought that meant that my students would write about their summer vacation or they would write a letter to a pen pal or something else unrelated to what I was teaching. But that's not what writing centers have to look like. Writing centers can be directly related to what I am teaching. They can be a skill-specific, standards-based practice that will help them be better writers. And they can be connected to other content areas! And they can be fun!

I want to give you a deep dive into these writing centers so that you can really see how they work, what all is included, and some ideas for how you can organize and implement them in your classroom. I also have a sample writing center to share with you. For the past year, these writing centers have only been available inside the TLL Membership, but will eventually be added to my shop. One of my goals behind creating these writing centers is that I wanted to integrate Science and Social Studies. Currently, there are two volumes of writing centers.The first volume of writing centers is focused on informational and opinion writing based on science topics. (Social Studies - we're coming for you soon!) The second volume of writing centers is focused on Narrative writing.

Each set of writing centers includes 5 types of writing centers. They come in both color and black and white. They are color-coded if you choose to use them this way. For each of the 5 types of writing centers, there are 5 of each writing center. That means you've got 25 writing centers to help your students grow! Each writing center also includes an Answer Key so that students can self-check or you can use as a grade when appropriate.

So let's break down each of these writing centers.

Fix it Up! Editing

This is a simple editing center in which students edit a paragraph. The number of mistakes is located at the bottom, so students know when they have found them all OR they need to keep looking. An answer key is included so students can self-check. The writing centers are also available in black and white so students can write directly on the half-sheet.

I also recommend having students use colored pencils or pens because a) hey can see their own corrections and b) it makes it more engaging.

The goal of this writing center is not just to have students find errors and edit mistakes, but you want them to transfer this critical proofreading over to their own writing. You could use one of these writing centers as part of your writing mini lesson during the active engagement and then have students edit their own writing during independent writing. As you think about using and introducing each center, remember that the goal is for students to transfer the skill from the center to their own writing.
Topics:
Transition Mission

When it comes to transitions, there are three major issues that your students will run into.

1. Not using them at all.

2. Using too many or the same ones over and over

3. Not using them appropriately

This center gives students the opportunity to practice adding transition words in a more scaffolded way. Each paragraph is a cloze activity. A transitional words and phrases chart is included to provide options for students to choose from. An answer key is included so students can self-check.

You can also laminate and have students use an Expo marker. This way you can use over and over again. Again, this is also a great resource to use as part of your mini-lesson or in a small group writing lesson.

After students have completed the writing center, they can then use the chart to add transitional words and phrases to their own writing. I also recommend having students edit their writing with a colored pen or pencil. You might even keep the color coding going and use orange for transition words. This is a lesson in my writing units as well, so this writing center is very complementary to the writing units.
Topics:
Elaboration Station

Oh boy! If I had a penny quarter for every time I heard teachers say their students had difficulty elaborating or adding more detail, I could buy that house on the lake I've been dreaming about. Elaboration is quite the art. I have a whole blog post about it where I go into even more detail. (Link at the end of this post.)

You probably know from experience that you can't just tell students to elaborate, you have to give them specific strategies. One of the most simple ways to teach students to elaborate is to think...

Why does it matter?

Why should anyone care about this piece of information?

This center includes a student notebook chart with some effective elaboration strategies and examples. The center includes a few sentences with facts and information about the topic. After the facts/evidences, students use elaboration strategies to add on to the paragraph. Sample responses are included.

Notebook charts with elaboration strategies are included to help support student response.

Paraphrase Practice

Another tough cookie when it comes to writing is paraphrasing. One of the biggest changes with writing in upper elementary over the past few years is the requirement to analyze, synthesize, and accurately use text evidence. This can be really difficult for our little 8-10 year old babies! Um, it can be really difficult for US!

Each center has a paragraph. Students practice paraphrasing the paragraph. A chart for the STP (Stop! Think. Paraphrase) strategy is provided. This is a great reading strategy that you can also use in guided reading, whole group lessons, science, and social studies lessons. I first began using the STP strategy with guided reading. Students use this to talk about the nonfiction text they just read. It is SUCH a great reading strategy that it just makes sense to transfer it on over to writing.

Sort + Write

This might be my favorite writing center! This writing center could easily be integrated into your science block. Or you can bring science into your writing workshop. Either way, ANYTIME you can integrate subject areas - YOU ARE WINNING! ?

This center includes a total of 5 sorts that can double duty as a science center. Students have directions for each sort. They are given words and phrases to sort for a specific purpose (i.e. The 3 Types of Rocks).

After they have sorted, they write a multi-paragraph essay using the details and the sort to organize and write their essay. The sort helps students organize into groups, which then become the body paragraph. The actual writing comes from the students. A sample teacher essay is also included.

Students may also need/want to use their science text to support their sort.

After they sort, they write.

How can I implement the Writing Centers?

The writing centers can be used in so many ways.

1. Early Finishers

2. Small Group (these are perfect for skill-specific small group lessons)

3. Whole Group (active engagement)

4. Conferences

5. Writing Rotations

6. Give to parents who want extra support for their students

7. Use them as routine practice throughout the year and have students glue them in their writing notebook.

8. Quick-checks or exit slips throughout the school year.

How do I organize the Writing Centers?

Option #1 Folders + Sheet Protectors

Option #2 Craft Keeper Storage Bins

Step 1: Print in color or black and white and laminate to be reused. Students use a fine tip Expo marker to write on the two centers that have write on. (Fix it Up! Editing and Transition Mission

Step 2: Place each center on a binder ring. Keep answer keys on a separate binder ring so that students can self-check. Or skip the binder ring. This card-keeper is perfect for storing the centers. You can find it at Michaels and on Amazon. This brand is Recollections. I found these at Michaels', but you can sometimes get them cheaper on Amazon. So I'd definitely compare prices between the two.

These can also be stored easily on a binder ring.

Individual Student Packets or Copies

You can also print individual student copies. These are printed on half sheets in black and white, so you could print each center as a packet for students if you want to focus on a skill as a whole group.

So there you have it! If you're all set to get writing centers implemented in your classroom today, you can grab them using any of the links below. If you'd like to give it a try for free, click here to grab the writing center freebie.

This particular writing center is called Sort + Write. Students are given details about a science topic (i.e. The 3 Types of Rocks). They sort the details, and then use the details to write a multi-paragraph essay. The sort helps students organize into groups, which then become the body paragraph. The actual writing comes from the students. A sample teacher essay is also included.

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You can grab these writing centers in my website shop here. Or if you'd prefer to shop on TpT. And if you'd like to grab a free writing center - click here!
Quick Tip to Teach Paraphrasing in Writing

How to Teach Elaboration in Writing

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Getting Started with Writing Centers | The Literacy Loft

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One of the biggest issues I hear teachers struggling with is meeting all of their students' needs with such a wide range of ability levels. I hear you! You probably already know that conferring and working in small groups is the most organic and effective way to differentiate your instruction AND meet your students' needs.

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Literacy Stations - Writing Station Ideas - Team J’s Classroom Fun

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Today I’m going to share my ideas for Writing Station. I have used Writing Station in my first and second grade classrooms. I have also seen this station used in Kindergarten and older grades. Writing Station will typically be a station with lots of materials. If possible, it’s great to have it at a set desk or table so all of the materials can be accessed and it’s easy to get to. Currently I do not have a dedicated table or desk. I house my materials in Sterilite drawers on a bookshelf. Students come over and get out what they need. I also have a caddy that has markers, crayons, etc that they can take to their seats to use. Here are materials that I include at my Writing Station: Markers, crayons, stickers, blank paper, stationary/fancy paper, note cards, envelopes, postcards, letter writing paper, list paper, and comic strip paper. This picture is from my old 1st grade classroom. I had a designated table area for Writing Station. You can see the drawers and items available for the kids to use. Here is a table set-up in one of my second grade classrooms… Here are the I Can ideas for […]

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Getting Started with Differentiated Literacy Centers

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Center Engagement for Students with Challenges

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If children with special needs have challenges with classroom centers, adapt the centers so they have home or community relevance.